The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis

Vocabulary Instruction in K-3 Low-Income Classrooms During a Reading Reform Project

“…The vocabulary literature refers to the importance of students receiving rich instruction with multiple exposures to words in various contexts (e.g., NICHD, 2000;Stahl & Fairbanks, 1986). Unfortunately, multiple exposures to words were not observable because of the nature of our observations, one day per year.…”

“…Students need rich instruction and multiple exposures to learn the meanings of new words (Beck, Perfetti, & McKeown, 1982;McKeown, Beck, Omanson, & Pople, 1985;Stahl & Fairbanks, 1986) to be able to use them in various contexts when speaking, reading, and writing.…”

“…Through meta-analyses (Stahl & Fairbanks, 1986;NICHD, 2000) and other syntheses of research (Diamond & Gutlohn, 2006;Graves, 2006), a framework for effective vocabulary instruction has emerged. This framework includes four components: (a) specific word instruction, (b) word-learning strategies, (c) word consciousness, and (d) explicit instruction of the other components.…”

Concepciones de alumnado de secundaria sobre energía. Una experiencia de Aprendizaje Basado en Proyectos con globos aerostáticos

“…En relación con el léxico científico en general, el trabajo del léxico de forma asociada a la experiencia promueve un dominio mejor de los modelos (Stahl y Fairbanks, 1986;Greenwood, 2004). En particular, algunos autores proponen como herramienta el modelo Frayer, un organizador gráfico en el que el alumnado debe incluir después del aprendizaje práctico el nombre de cada concepto, sus características fundamentales y secundarias, ejemplos y no-ejemplos (Frayer, Frederick y Klausmeier, 1969 La enseñanza sobre la energía en el aula: El desarrollo del concepto de energía El desarrollo escolar del concepto de energía es complejo.…”

Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context?

“…Future research could consider whether their rate of learning is in-line with non-autistic peers with LI, and/or younger language matched typically developing children. From a practical, educational perspective, potentially children with ALI may be able to gain deeper knowledge of new words with increased exposure; this results in greater mastery of taught words for TD children (Jenkins, Stein, & Wysocki, 1984;Stahl & Fairbanks, 1986) and non-autistic children with LI (Kan & Windsor, 2010). Alternatively (or additionally), it may be that introducing a smaller number of words to be learned and using a scaffolded approach may help to circumvent verbal working memory impairments (Nagy & Townsend, 2012).…”